KINDERGARTEN
General
Math
Social Studies
Reading, writing & literature
Science
Computers / Internet
Physical Education / Sports
Realizing that high expectations for student achievement are a major factor in academic success, the following learning expectancies have been identified in key content areas. These expectancies for student achievement were developed based on California State Curriculum Frameworks and the Glendale Unified School District Curriculum Guides. They indicate the general expectations for student achievement at the conclusion of each grade. It is emphasized that individual students progress at different rates, even though they are at the same grade level and are the same age. Some students may be working on classroom activities leading up to these expectancies. Others may have mastered these expectancies and may be working on enrichment activities. The expectancies are provided as a guide to help parents serve as true partners in the educational process.
LANGUAGE ARTS
Students will:
- Listen attentively to others.
- Follow
directions.
- Appreciate various forms of literature read aloud daily.
- Express ideas and take part in group
discussions appropriately.
- Recite simple nursery rhymes, chants, song, and poetry.
- Retell a story
sequentially and predict appropriate outcomes.
- Auditorily identify words that start with the same sound.
- Visually identify words that start with the same letter.
- Recognize that written language represents oral
language.
- Recognize and use the left-to-right and top-to-bottom movement in reading.
- Develop decoding
skills at the readiness level.
- Recognize and print first name correctly using capital and lowercase letters.
- Use
imitative writing.
- Hold a pencil, scissors, crayon correctly.
- Practice manuscript model forms for letters and
numerals.
- Write correct letter and numeral formation.
- Identify the basic parts of the computer.
- Use a variety
of media and communication technologies.
- Use appropriate study skills.
- Use personal organization and
management skills.
English Language Development For Second Language Students Students exiting the
Early Production stage will:
- Understand directions and stories.
- Speak using simple phrases and sentence
fragments.
- Use vocabulary words in specific topic areas as they occur integrated across the curriculum rather
than in isolation.
- Use pre-writing techniques with emphasis on meaning, not grammatical correctness.
Students exiting the Speech Emergence stage will:
- Understand directions and stories.
- Be able to retell stories
in their own words.
- Converse with teachers and students on both social and academic topics.
- Develop
decoding skills at the readiness level.
- Comprehend stories that are generated through a language experience
approach.
- Continue to expand vocabulary and use it orally for social and academic purposes.
Students
exiting the Intermediate Fluency/Transition stage will:
- Participate in appropriate group discussion.
- Speak in
coherent sentences with native-like fluency.
- Demonstrate ability to interpret a variety of material.
MATHEMATICS
Students will:
- Read and write numerals to 10.
- Identify objects in first, second, third,
and/or last position.
- Recognize whole and half shapes.
- Retell and/or act out a number story.
- Estimate
number/length of objects.
- Use words to compare objects such as more-less, bigger-smaller, and taller-
shorter.
- Find objects equal to a specific length using a non-standard unit.
- Identify and match square, circle,
rectangle, and triangle shapes.
- Copy, extend, and create patterns.
- Make simple picture graphs.
- Classify and
sort objects.
- Correctly use words such as "all" and "some."
HISTORY/SOCIAL STUDIES
Students will:
Focus on the theme "Learning and Working Now and Long Ago".Develop good civic behavior and practice
individual responsibility. Understand that each person is an individual with their own feelings. Learn
importance of the American Flag. Observe that people are alike in some ways and different in some ways.
Be aware that they are part of a classroom, a school, a family, and a community. Consider how their lives
are different now as compared to long ago. Share and be involved in cultural customs and traditions. Identify
the globe as a model of the earth. SCIENCE
Ecology (annually) Students will:
- Communicate that waste
can cause pollution (e.g., car exhaust, insecticides, paint cans).
- Explain how human actions can positively or
negatively affect the earth.
- Classify living and non-living items.
Patterns of Change (1994-95, 98-99)
Students will:
- Design a demonstration that shows how energy causes changes.
- Compare seasonal changes.
- Illustrate and explain a water cycle.
- Communicate the pattern of the food chain and its affect on specific
animal.
Systems and Interactions (1995-96. 99-00) Students will:
- Show how substances interact when they
are combined (e.g., oil and water).
- Perform an experiment to show how work is made easier with simple
machines (i.e., crowbar, hammer, can opener).
- Design an experiment that demonstrates the difference sound
makes as it passes through a solid, a liquid, a gas.
- Illustrate that light is made of color.
- Demonstrate that light
is made of color.
- Demonstrate that light travels in straight lines.
- Observe and categorize objects in space.
- Develop as awareness that the water cycle effects weather.
- Explain and show an interaction between humans
and another living thing which benefits the world.
Matter (1996-97) Students will:
- Communicate that matter
can change from one state to another.
- Explain how living things grow and change.
Energy (1997-98)
Students will:
- Explain ways living things gain energy from their environment.
- Categorize sources of energy as
renewable or non-renewable.
HEALTH/SUBSTANCE ABUSE PREVENTION
Students will:
- Recognize
that people need food, exercise, sleep, and cleanliness to assure good health.
- Identify commonly used
beverages as alcoholic or non-alcoholic.
- Realize that some adults eat and drink things children should not
use.
- Demonstrate safe behavior to use in case of fire or earthquake.
- Cooperate with family and others at
school and home.
- Exhibit fair, helpful, honest, and generous behavior in dealing with others.
- Evaluate own
behavior.
VISUAL AND PERFORMING ARTS
Students will:
- Experience a variety of musical activities:
Singing, playing instruments, movements, and listening.
- Develop an awareness of famous composers and
artists.
- Experience activities using various media such as crayon, felt tip marker, paint, pencil, chalk, tissue,
and construction paper.
- Participate in appropriate music, dance, and drama activities.
- Explore sounds
environment. Use percussion instruments.
- Recognize differences in tempo and pitch.
- Clap a steady beat.
- Study shapes and colors (primary and secondary) in art.
- Observe and create with various textures.
- Develop
body awareness and self-expression through dance.
- Participate in appropriate music, dance, and drama
activities.
PHYSICAL EDUCATION
Students will:
- Develop an awareness of themselves in the space
around their bodies.
- Perform mature movement patterns involving walking, running, leaping, jumping, and
hopping.
- Strengthen the skills of skipping, galloping, sliding, rolling, jumping rope, and controlled jumping-
and-landing.
- Develop balancing (e.g., on one foot, walk balance beam).
- Demonstrate controlled ball
movement through rolling and kicking.
- Develop bouncing, throwing, catching, striking, and hand/foot
dribbling.
COMPUTER SCIENCE
Students will:
- Use simulation, problem solving, reference, drills, and
practice software across the curriculum.
- Discuss and practice proper computer ethics.
STUDENTS WHO
ACHIEVE AT THEIR OPTIMAL POTENTIAL EACH DAY:
Glendale Unified School District states as
one of its objectives in its strategic plan, Glendale Schools 2000, that all students will achieve at their optimal
potential each day. In order for students to achieve this objective, Glendale parents, teachers, and
administrators, working together on a Glendale Schools 2000 Action Team, developed a description of the
behavior of students who are achieving their potential each day. The behavioral indicators of students who
perform at their optimal potential each day include the following characteristics:
